Cognition, mind, counseling psychology, lesson plans, learning styles, and Vygotsky are just a few of the many subjects discussed in this exciting work. Educators, students, counselors, parents, and others will find new understanding as they read and browse. How does the immigrant experience affect student outcomes? What are the effects of poverty on standardized testing? How can a teacher or parent develop study skills in the special needs learner? What is the effect of the school environment on students? What are the larger issues at work in educating students of diverse race, culture, and class? This work, a rethinking of the field of school psychology, will be an essential resource for anyone interested in teaching and learning. It combines effective, traditional knowledge with contemporary insights into the nature of today's schools and students. Currently, there is an information gap between scholars and practitioners in the field of educational psychology concerning recent and on going developments. At this time there is no one source that provides a broad and comprehensive presentation of these changes. This work bridges the gap by providing a much needed explication of how educational psychology can meet the needs of diverse students, families, and schools. Volume 4 is divided into 14 sections, contains Part IV, and presents chapters 83 through 110. The first section, "Situation Cognition," presents chapters: (83) Situated Cognition and Beyond: Martin Heidegger on Transformations in Being and Identity (David Hung, Jeanette Bopry, Chee-Kit Looi, and Thiam Seng Koh); (84) Situating Situated Cognition (Wolff-Michael Roth); (85) Stakeholder-Driven Educational Systems Design: At the Intersection of Educational Psychology and Systems (Diana Ryan and Jeanette Bopry); (86) Teacher Thinking for Democratic Learning (Brenda Cherednichenko); (87) Recognizing Students among Educational Authorities (Alison Cook-Sather); (88) Critical Consciousness and Pedagogy: Reconceptualizing Student-Centered Dialogue as Educational Practice (Cathy B. Glenn); (89) Homeschooling: Challenging Traditional Views of Public Education (Nicole Green); (90) Activity Theory as a Framework for Designing Educational Systems (Patrick M. Jenlink); (91) Reconnecting the Disconnect in Teacher-Student Communication in Education (B. Lara Lee); (92) The Rise of Scientific Literacy Testing: Implications for Citizenship and Critical Literacy Skills (Mary Frances Agnello); (93) What Are We Measuring? A Reexamination of Psychometric Practice and the Problem of Assessment in Education (Mark J. Garrison); and (94) Curriculum, Instruction, and Assessment in a Reconceptualized Educational Environment (Raymond A. Horn, Jr.). Part IV, New Visions--Postformalism: Education and Psychology, then presents chapters: (95) Race in America: An Analysis of Postformal Curriculum Design (Joelle Tutela); (96) Upside Down and Backwards: The State of the Soul in Educational Psychology (Lee Gabay); (97) Critical Constructivism and Postformalism: New Ways of Thinking and Being (Joe L. Kincheloe); (98) Intelligence Is Not a Thing: Characterizing the Key Features of Postformal Educational Psychology (Erik L. Malewski); (99) Unpackaging the Skinner Box: Revisiting B. F. Skinner through a Postformal Lens (Dana Salter); (100) Postformalism and Critical Multiculturalism: Educational Psychology and the Power of Multilogicality (Joe L. Kincheloe); (101) Postformalism and Critical Ontology--Part 1: Difference, Indigenous Knowledge, and Cognition (Joe L. Kincheloe); (102) Postformalism and Critical Ontology--Part 2: The Relational Self and Enacted Cognition (Joe L. Kincheloe); (103) Educational Psychology in a New Paradigm: Learning a Democratic Way of Teaching (Rochelle Brock and Joe L. Kincheloe); (104) Alternative Realities in Educational Psychology: Postformalism as a Compelling Force in Opposition to Developmental Theories (Erik L. Malewski); (105) Educational Psychology on the Move: Visual Representations of the Old and New Paradigms (Frances Helyar); (106) Toward a Postformal Model of History Education (Frances Helyar); (107) Postformalism and a Literacy of Power: Elitism and Ideology of the Gifted (Joe L. Kincheloe); (108) Research in Educational Psychology: Incorporating the Bricolage in Educational Psychology--Part 1 (Joe L. Kincheloe); (109) Research in Educational Psychology: The Bricolage and Educational Psychological Research Methods--Part 2 (Joe L. Kincheloe); and (110) The Spiritual Nature of Postformal Thought: Reading as Praxis (Sharon G. Solloway and Nancy J. Brooks). An index and information about the contributors conclude the volume. (Individual chapters contain references.)